Amt in Stage Three Slides

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Donna Herold, Spokane Public SchoolsASCD Understanding by Design Cadre / Faculty Member

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ASCD Summer Conference 2011, Boston

The Understanding by Design

Framework: Acquisition, Meaning

Making, and Transfer


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Describe an outstanding learning

experience that youve had

as astudent, teacher, in life. What made it

effective or engaging for you?


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Desired Understandings:

There are three distinct kinds of learning acquisition (A), meaning making (M), andtransfer (T)and an Understanding by Designlearning plan must address each

The roles of teachers and students varyaccording to the A-M-T goals

Acquisition of knowledge and skills is not thelong-term learning goal but the means forstudents to illustrate understanding andtransfer


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Learning to Transfer

The research is very clear on this point:

students who really develop and own an

idea are more likely to successfully interpret

new situations and tackle new problems than

students who possess only drilled knowledge

and skill.

Wiggins and McTighe

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Stages of lesson design:

Take a moment and think about a time when

your students moved successfully through the

stages of acquisition, meaning making, and

arrived at transfer.

Consider the design characteristics of that

lesson/unit. How did you plan for and create

transfer?


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Acquire Information

Making Meaning

Transfer

See page one of AMT Teaching Resources handouts

Defining A M T8


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A fact is a fact; a skill is a skill. We acquireeach in turn.

Acquisition does not yield understanding;it is necessary but not sufficient.

If I have skills and facts, it does not mean thatI understand.

I cannot, however, understand without thoseskills and facts.

Acquisition

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Acquisition

Use a mnemonic system

for remembering

liquid/solid measurement

equivalents.

Name the various sectors

of the Hospitality

industry.

Identify technology usedin a business office.

List the 3 largest branches

of the US Military.

Identify the job duties of a

state legislator.

Identify and describe

external variables.

Define various leadership

styles. Identify correct answer

when prompted (fact recall,

information retrieval)


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To access links not in PDF:

http://livebinders.com/edit?id=128189


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Acquisition Web Apps

Flashcard Exchange

Khan Academy

Jeopardy LabsVisuwords

More suggestions from the group:
http://www.flashcardexchange.com/http://www.khanacademy.org/http://jeopardylabs.com/http://visuwords.com/http://visuwords.com/http://jeopardylabs.com/http://www.khanacademy.org/http://www.flashcardexchange.com/


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What do these facts imply?

When would I use this skill (or not)?

What is their sense, import, value?

Making Meaning

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Making Meaning Web Apps

Gliffy

Linoit

JingLivebinder

http://www.gliffy.com/http://en.linoit.com/http://www.techsmith.com/jing/free/http://livebinders.com/http://livebinders.com/http://www.techsmith.com/jing/free/http://en.linoit.com/http://www.gliffy.com/


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How should I apply my prior facts, skills,

and ideas effectively in this particular

situation?

The situation must be new and uncharted.

The goal is independent transfer.

Transfer

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TransferProblem/Solution: Identify and define a

problem and generate a possible

solution(s) (or solution paths), evaluatethe viability of each solution, and offer a

recommendation.

Inquiry/Investigation: Develop questions and

pursue an explanation/pattern based on,

but not limited to, known information.

Source/Comparative Analysis: Analyze data,

information, artifacts, and/or textual

evidence to develop an explanation,

interpretation, and/or determine impact.

Critique/Self-Analysis: Evaluate a given text,

performance, or problem based on

established criteria.

Debate, Panel, Role Play: Present and

participate in a debate, panel, or role play

to provide information, gain insight and/or

promote a particular point of view.

Performance / Product: Generate a

performance/product using visual, multimedia,

sound, writing, and /or speech to demonstrate

understanding and/or communicate creativeintent.

Modeling/Simulation: Given a model or set of

criteria/data/experiences, create

representations to illustrate/predict outcomes

or to deepen understanding.

Correspondence/Interviews : Appropriatelycommunicates to an audience and/or responds

to an idea, point of view, concern, request or

proposal to achieve a desired result.

Persuasive statement: Develop an

argument/artifact using supporting information

and persuasive techniques to promote aparticular point of view and/or to cause action.

Portfolio/Reflection: Collect work over time to

demonstrate mastery in one or more modes of

expression/College, Career & Citizen-Ready

Skills, reflect on growth, and/or set goals.


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Transfer Web Apps

Prezi

Weebly

Animoto

Teacher Challenge website

http://prezi.com/http://www.weebly.com/http://animoto.com/http://teacherchallenge.edublogs.org/2011/http://teacherchallenge.edublogs.org/2011/http://animoto.com/http://www.weebly.com/http://prezi.com/


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Some Examples of AMT

Students practice tying their shoes

Students draw/speak the steps of lace tying

Students discuss the pros and cons of laces vs.Velcro, and different methods of tying

Students teach others to tie rope or ribbonsSee page two of AMT Teaching Resources handouts

A

M

M

T


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Examples of AMT in Reading

Students read a story with new words important to the

story

Students receive, learn, and memorize words from avocabulary list

Students group the words and consider: who needs toknow this word?

Students play Scrabble and do Crossword PuzzlesSee page two of AMT Teaching Resources handoutspage three for an additional exercise

M

A

M

T


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MeaningMaking

Acquisition

TransferOther AMT-like

constructs:

Gradual Release ofResponsibility

Rigor/Relevance

Framework


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Acquisition, Meaning Making, Transfer

Quad D Lessons & Assessments

Math

Social Studies

Science

English

From the 2010 NMSA Conference


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What instructional strategies do you

frequently use in lesson design?

List 10 instructional strategies you regularly use:1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Teacher Role and Instructional Strategies:

Acquisition via Direct Instruction

To inform the learners through explicit

instruction in targeted knowledge and skills;

differentiating as needed

Lecture

Graphic organizers

Demonstration or modeling

Process guidesGuided practice

Feedback, corrections

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Make Meaning via Facilitative Teaching

To engage the learners in actively processing

the information and guide their inquiry into

problems, texts, or simulations, differentiating

as needed

Graphic organizers

Concept attainment

Problem based learning

Formative assessments

Rethinking and reflection prompts

Using analogies

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Transfer via Coaching

To coach the learners to independently

perform in increasingly complex situations,

provide models, and give ongoing feedback

(as personalized as possible).

Ongoing assessment, providing specific feedback in the

context of authentic application

ConferencingProvide just-in-time teaching (both individuals, small

groups and whole class) when needed

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Action Verbs for A-M-T

GOALTYPE ACTION VERBS

Acquisition

apprehend calculate define discern identify

memorize notice paraphrase plug in recall select state

MakingMeaning

analyze compare contrast critique defend evaluate explain generalize interpret

justify/support prove summarize synthesize test translate verify

Transfer

adapt (based on feedback) adjust (based onresults) apply create design innovate

perform effectively self-assess solve troubleshoot

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Designing and Teaching for Transfer

Establish and keep highlighting clear transfer goals.

Have learners practice judgment in using a few different skills, not justplugging in one skill on command.

Provide students with feedback on their self-cueing, knowledge retrieval,self-assessment, and self-adjustment.

Change the set-up so that students realize that use of prior learningcomes in many guises.

Have students regularly generalize from specific instances and cases.

Require students to constantly reword, rephrase, and represent whatthey learn.

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Task:

Using the criteria on page four of the AMT

teaching resources handouts:

Draft a learning plan for a unit of study.

Indicate lesson order, code with A-M-T

See page four of AMT Teaching Resources handouts

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Design Standards for Learning Plan

Are all three types of learning goals (A M T) addressed in myplan?

Have I sketched out learning events that are appropriate for

each type of goalrather than what is most familiar or

comfortable?

Are there sufficient opportunities for students to draw

inferences and make meaning on their own about the big ideas

of the unit?

Have I sketched out a flow of the unit that gradually releases

students to be more responsible for figuring out what to do

and when to do it?See pages five and six of AMT Teaching Resources handouts


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For more information:

Donna Herold

[email protected]

Ferris High School

(509) 979-2521

http://www.21stcenturyschoolteacher.com
mailto:[email protected]://www.21stcenturyschoolteacher.com/http://www.21stcenturyschoolteacher.com/mailto:[email protected]


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2011 ASCD Summer

Pre-Conference/Conference Evaluations

http://www.ascd.org/evaluations

Thank you for your comments!
http://www.ascd.org/evaluationshttp://www.ascd.org/evaluationshttp://www.ascd.org/evaluations

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Amt in Stage Three Slides